6992 26038 1 PB

Jurnal Kependidikan: Vol. 9, No.
1 : March 2023
Jurnal Hasil Penelitian dan Kajian Kepustakaan E-ISSN: 2442-7667
di Bidang Pendidikan, Pengajaran dan Pembelajaran pp. 162-173
https://e-journal.undikma.ac.id/index.php/jurnalkependidikan/index Email: jklppm@undikma.ac.id
Education in Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the

Difference?
Albrian Fiky Prakoso, Eka Hendi Andriansyah*, Mohamad Arief Rafsanjani, Eka
Indah Nurlaili, Amirul Arif
Faculty of Economics and Bussiness, Universitas Negeri Surabaya
*Corresponding Author. Email: ekaandriansyah@unesa.ac.id
Abstract: The purpose of this study is analyze of the differences in education Article History
between Indonesia, which has begun to develop an independent curriculum, and Received: 20-09-2022
education in Japan. This study used the systematic literature review method. The Revised: 23-10-2022
population consists of 99 articles that discuss education in Indonesia and Japan, Accepted: 19-11-2022
and were published between 2010 and 2022. From 99 articles, 29 articles were Published: 16-03-2023
sampled. This study used documentation instruments in the form of articles
published with criteria for selecting these 29 articles as samples, which were
articles published in nationally accredited journals, indexed proceedings, and Key Words:
Scopus-indexed international journals and then analyzed using thematic analysis. Education; Merdeka
The results obtained are that the significant fundamental differences in education Curriculum;
in Japan and Indonesia lie in international education, character education, ethics International
and discipline and fields of study. The implication of this research is that in the Education; Character
development of a new curriculum, elements of culture and values are still Education; Japan;
prioritized as the characteristics and profile characteristics of graduates. Indonesia.
How to Cite: Prakoso, A., Andriansyah, E., Rafsanjani, M., Nurlaili, E., & Arif, A. (2023). Education in
Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the Difference?. Jurnal Kependidikan: Jurnal
Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 9(1), 162-173.
doi:https://doi.org/10.33394/jk.v9i1.6992
https://doi.org/10.33394/jk.v9i1.6992 This is an open-access article under the CC-BY-SA License.
Introduction
Japan is a country that implemented character education in schools, which is called
moral education, and contains education about citizenship as a character education for
children in the world of education. The Japanese government has long designed character-
based education for all levels of education since 1970 (Mulyadi, 2020). Japan divides into
three parts of teaching civic education, namely moral education, social studies and special
education. The National Standardized Curriculum Reform Council in Japan states that the
aim of education at the elementary school level in Japan is to educate school students who are
able to integrate into social life both as individuals and as members of society. Schools in
Japan instill moral education through several areas of study, namely self-awareness,
relationships with others, relationships with a group and society and relationships with the
universe. The implementation of moral education in Japan is a shared responsibility which
includes: schools, families, and society. These three elements are mutually integrated in
developing character education for school-age children. This means that it is not only schools
that have the greatest responsibility in forming a noble character for school children, but
families and communities fill each other's roles in forming individuals who have a strong
character in Japan (Cipta, 2017).
Japan is the country with the good education system in the world, because Japan
already has many supporting facilities and qualified human resources. Japan is used as a
benchmark by developing countries as a mecca for improving the quality of education (Johan,
2018). Other studies state that Indonesia is a country with poor quality education. PISA
Jurnal Kependidikan Vol. 9, No. 1 (March 2023)

Copyright © 2023, The Author(s) |162
Jurnal Kependidikan: Vol. 9, No. 1 : March 2023
revealed that Indonesia is currently on the 72nd list of 77 countries, with indicators of teacher
competence and the education system that are still low in Indonesia (Sulfemi, 2019).
Indonesia is also included in assessments conducted by international institutions such
as Trends in International Mathematics and Science Study (TIMSS), Progress in
International Reading Literacy Study (PIRLS), and Program for International Assessment
(PISA). TIMSS is implemented with the aim of monitoring the results of the education
system on student learning achievement in Mathematics and Science which has been
implemented routinely for four years from 1995 to 2015 (Aniswita et al., 2021). PIRS is a
reading literacy test reference that is used throughout the world, especially in Indonesia. PIRS
was applied in Indonesia in the assessment of Indonesian reading literacy for elementary
school teachers in 2001, 2006 and 2011 (Pratiwiningtyas, Bekti Nanda; Susilaningsih,
Endang ; Sudana, 2017) . Referring to PISA research conducted by the Organization for
Economic Cooperation and Development (OECD) in 2015, the reading ability of 15-year-old
Indonesian children is below the average of 72 other countries, with a score of 397. This
figure is far behind neighboring countries such as Singapore, which became number one with
a score of 535 (Puspitarini, 2019).
The level of education in Indonesia starts from the earliest level, namely Early
Childhood Education, Play Groups. Play Group education is intended for children ranging
from 0-6 years old, Play Group education is intended for children to further develop, grow
both physically and mentally, and spiritual children. Furthermore, after Play Group, it will be
continued with basic education, the level is from grade one to grade six, so the total time is
six years, followed by three years in junior high school. Then it is continued with this
secondary school of education known or called Senior High School for three years the time
taken. This higher education is broader, because it includes Diploma, bachelor, magister,
doctoral and specialists (Suryaningrum et al., 2016).The level of education in Japan starts
from Primary Education, Secondary education, higher education and doctoral program
(Aniswita et al., 2021).
Based on previous research on comparative education in Japan and Indonesia, we
know the strengths and weaknesses of the two countries. The not-yet-maximal application of
ethical values in education in Japan with the modernization of people's lifestyles makes it
necessary to improve the education system in Japan (Cynarski & Jong-Hoon, 2021).
Indonesia is developing a new curriculum with the name independent curriculum which is
still in the implementation stage and needs input in its development, so it is important that
this research is carried out as a reference for the improvement of the two countries.
In this research, it aims to describe the implementation of education in two different
countries in Asia so that recommendations can be obtained for improving the education of the
two countries, namely Indonesia and Japan. Japan is known as a country that has a strong
culture that unites with every community in the country, as well as Indonesia which has a
strong culture. This article is interesting because it compares the two implementations of
education so that it can be used as material to add insight for each country in implementing
education in order to achieve optimal results (Lubis, 2019).
Research Method
This study used the systematic literature review method. The literature study method
consists of collecting library data, reading, taking notes, and managing research materials
(Zed, 2014). In this Literature review, the researcher comprehensively summarizes the
research that has been conducted on a specific topic to show the reader what is already known
about the topic and what is not known, to seek a rationale for the research that has been done
or for further research ideas (Denney & Tewksbury, 2013). In this study, the population
consisted of 99 articles that discussed education in Indonesia and Japan, and were published
between 2010 and obtained 31 samples. This study used documentation instruments in the
form of articles published with criteria for selecting these 29 articles as samples were articles
published in nationally accredited journals, indexed proceedings, and Scopus indexed
international journals and then analyzed using thematic analysis.
Results and Discussion

The following will explain a comparison between the education system in Indonesia
and the education system in Japan:
Table 1. Comparison of Indonesian and Japanese Education Systems
Aspect Indonesia Jepang
International educational cooperation between Super global high school and
Education at the private and government institutions, international baccalaureate
High School Level to costs a lot because there are only programs in private and
College private schools public
Character Education Most have not implemented Considered important and
Concept character education policies and have special treatment.
administration
Environmental Still at the development stage in the It has been developed from
Education based on independent curriculum the start through the kikigaki
local wisdom program
Basic Education Focus on characteristics that are Focus on moral education
Focus adapted to the vision of various and personality
schools
School time 7 hours 6 hours
Ethics and It has been implemented since Ethics education began to be
Discipline kindergarten applied, for example, in
extracurricular martial arts
Field of Study Many fields of study Fewer and focus on areas
Lessons in the that are passionate
School
Student Mindset More often in memorization and Problemsolving and critical
just starting to be developed thinking in learning
towards critical thinking skills
through experience (Independence
Curriculum)
Transportation Motorcycles and private cars Walk, bike, public transport
School supplies The use of luxury goods is in Wear special shoes for
accordance with the economic school and use a bag
conditions of the family provided by the school
Lunch menu According to student tastes, free Eating the same food with
without school interference in the teacher in class by
determining standard food menus. applying high nutritional
quality.
School Cleanliness Using a student picket system and Every time they come home

there are still school cleaners.

from school they work
together to clean the school
without any janitors.
School uniforms Different colors and uniform Wearing clothes like sailors
models. ( e.g. red, white, batik and and military
scouts)
The Role of Society Just developing education with Society has an important role
in Education community participation through an and is included in the
independent curriculum. educational process since the
19th century
Policies Related to Focus on improving infrastructure, Improving education with
SDGs services and character education. special needs.
The implementation of free Implementation of free
education is only for the education for the level of
underprivileged community. early childhood education to
early education.
An explanation of the differences in the Indonesian and Japanese education systems in table 1
will be explained further as follows.
International Education at the High School Level to Higher Education.

International education is a country's effort to prepare schools and tertiary institutions
with a curriculum equivalent to an internationally recognized curriculum, one example is the
Cambridge curriculum. Through International Education, the governments of Indonesia and
Japan have strived to build a skilled workforce that combines global competence and national
identity. However, the Indonesian government implements International Education in
Educational Cooperation Institutions, thereby limiting International Education to children
from wealthy families. Meanwhile, the Japanese government's International Education policy
is more varied, with the Global Super High School and International Baccalaureate programs,
and is more popular because International Education is implemented not only in private
schools but also in public schools. Furthermore, the two countries use different management
techniques for international programs (Arfani & Nakaya, 2019).
Indonesian is a compulsory subject because it is related to national identity as part of
the national curriculum. Whereas in Japan it achieves this with a credit transfer system and
multiple teaching media. This also influences the opinions of students and parents regarding
International Education. Students and parents from both countries share the same views
regarding college preparation, noting that international education creates difficulties for
entering domestic universities while also serving as preparation for entrance exams for
studying abroad. Indonesian and Japanese parents also reported that they considered the
International Education curriculum to be superior to the national curriculum. In addition,
Japanese parents noted its superiority in terms of experience with other cultures. Regarding
identity, parents in both countries are concerned that their children will lose their national
identity when they become global individuals. (Arfani & Nakaya, 2019).
The Concept of Character
Implementation of character education in schools, both at the early childhood level,
junior and senior high schools and universities, has various strategies. The strategies used in
implementing character education are 1) integrating values and ethics in subjects; 2)
internalization of positive values instilled by all school members (principals, teachers and
parents); 3) habituation and practice; 4) giving examples and role models; 5) creating an
atmosphere of character in schools and 6) acculturation. Meanwhile, the implementation of
character education is carried out through integration between character building and school
and extracurricular learning and management (Syamsurrijal, 2018).
This study describes the deficiencies in the implementation of character education in
Indonesia, with the results showing that most schools do not have policies and administration
regarding character education, most schools have an environment that supports the
implementation of character education, most teachers do not have good competence, some
most schools have used the curriculum and most teachers have not used assessments that are
suitable for character education and some communities have not supported the
implementation of character education (Syamsurrijal, 2018).
In Japan character education is considered important to be given special treatment,
including: 1) Post It Acknowledgments or what is called Arigatou Posuto Itto in Japanese.
These kinds of stickers are usually used with the intention of saying thank you to friends who
have lent items or have shared their supplies. Even though it looks like something small, this
little thing teaches children or the community not to forget to thank people who have helped
us. 2) The Environmental Security Map in Japanese terms is called the Chiiki Anzen Mappu.
This concept is taught in schools in Japan to educate students to care about the environment
around them. The map is the work of the students with the intention of reminding people who
see it that for example on a road there are many bends so that everyone can be careful. 3.
Gotong Royong, this type of education is usually in the form of dividing picket schedules to
clean up the classroom where the schedule is posted on the wall. 4) Educating to Always
Have Goals, teaching by making targets from students written under the student's photo.
These targets are in the form of simple targets, for example the target to get up early, not to
be late for school, and so on. This target can also be a monthly target or an annual target. 5)
Handwritten Newspapers, also known as Tegaki Shinbun, where students make these
newspapers with an attractive design or layout. 6) Sharpening Empathy, where one of the
forms is not giving long and boring speeches to students. How to accustom children to these
things, they are taught to have a high work ethic, obey rules, be disciplined, and have high
creativity (Syamsurrijal, 2018). Dynamic efforts to shape the character of the two nations are
also carried out through a chronological exploration of the experiences of Japan and
Indonesia in two dimensions there are administration and curriculum. Nationalization,
localization and internationalization perspectives are applied. Despite the stark differences in
national character, the two countries have envisioned the role of nationalism in their civics
education curricula from an early stage.
Given Indonesia's heterogeneity, the nation's character has experienced a transition
from time to time from the independent-spiritual period to development and consolidation,
democratic/local initiatives, and religious/national standard patriotism. Japan's more
homogeneous national character has transitioned over a longer period of time from a period
of Westernization/ modernization to Confucianism/emperor-centered, democracy and peace-
building, public- oriented, and love of country and territory/re-patriotism. The character of
the nation has changed dynamically according to national goals and priorities, reflecting the
historical background of each country. These aspects produce a unique national character
from the citizenship education of each country, especially regarding globalization (Arfani &
Nakaya, 2020).

Environmental Education based on local wisdom

Environmental education is very important at this time because apart from being an
effort to preserve the natural environment, it is also an effort to save local wisdom and culture
related to environmental preservation. Environmental education can not only be carried out
through formal learning in schools as well as counseling and training, but also through a
social approach by studying existing local wisdom that has been proven capable of month-
year protecting and preserving the environment from generation to generation. A technique
also began to be developed in Japan, called kikigaki, to pass on knowledge about
environmental preservation from the older generation to the younger generation. Kikigaki
literally means listening and writing. This method has also begun to be developed in several
places in Indonesia. This provides an opportunity for young people to learn the history of
actors or permits while living or working close to the environment. Kikigaki includes two
functions, as the preservation of the natural environment, as well as human and
environmental history and the culture that surrounds it. Therefore environmental education
based on local wisdom through kikigaki needs to be developed in Indonesia because it has the
opportunity to be enriched with the experience and culture that exists in Indonesia (Effendi,
2019).
Basic Education Focus

The basic education system in these two countries is of course different. In Japan,
basic education is education after kindergarten and before junior high school, between the
ages of 6-12 years. This is of course different from the age limit conditions in several
countries which apply a minimum age limit of elementary school students of 7 years. Basic
education in Japan does focus on moral and personality education which is not taught through
special subjects, but is practiced in everyday life. Basic education in Japan does focus on
moral and personality education which is not taught through special subjects, but is practiced
in everyday life (Puspitarini, 2019). In Indonesia the pattern of education is currently
experiencing many changes since the 1998 reform. The education system is no longer
centralized or decentralized, since the introduction of School-Based Management (SBM) and
educational autonomy, each education unit has the freedom to determine the pattern of
education to be implemented, although this has not been fully implemented, especially in
public schools. As for private schools in Indonesia, they have started to do better school
development, and have even expanded cooperation with various countries. Currently, both
public and private schools have almost the same quality of education, and each has
characteristics that are tailored to the school's vision. Opportunities for collaboration with
various parties are starting to open up, because school-based management seems to require
every school to involve the community and the business world to collaborate in developing
schools (Puspitarini, 2019). In its development, the independent curriculum exists to restore
the post-covid 19 transitional curriculum which is directed at a more flexible curriculum that
gives teachers flexibility in teaching and according to student characteristics (Aletheiani,
2021).
School time
School hours in Japan start from 8.00 to 15.00, in Indonesia it starts from 07.15 to
15.15 so in Indonesia it is one hour longer. In Japan, if students arrive late they will be asked
for an agreement and didn’t it again, in Indonesia students are given punishments such as
standing on flagpoles, picking grass, etc. (Montanesa & Firman, 2021). Education in Japan
continues to develop collaborative education after school between schools and the community
, it was introduced since 2009 and continues to carry out educational reforms with due regard
to future policy focus (Bae & Kanefuji, 2018; Kanefuji, 2018). The length of time working
for a teacher affects the psychological level of the teacher (Bannai et al., 2015) and certainly
influences how the teacher treats his students in class.
Ethics and Discipline

Students in Japan only take subject exams when they are in fourth grade or the
equivalent of a 10-year-old child, because at the age of three, children are given an important
understanding related to procedures for daily behavior and polite values. Education in Japan
has begun to apply Japanese traditional values, one of which is in an extra curriculum similar
to martial arts in Japan which maintain ethics and traditions in competing and facing
opponents (Cynarski & Jong-Hoon, 2021). In Indonesia, discipline has been applied to
students since kindergarten, over time this discipline began to decline. Discipline still needs
to be improved as well as ethics which are experiencing a decline, even in Indonesia it is very
difficult for children to queue when shopping. (Montanesa & Firman, 2021).
Field of Study Lessons in the School

The fields of study studied at schools in Japan are fewer than the subjects in
Indonesia, so that students can focus more on the subjects they enjoy. Japan applies learning
by linking one field of study to another with the lesson study method developed in education
(Baba et al., 2018; Kusanagi, 2021; Makinae, 2019). In Indonesia, students are expected to be
able to master many subjects, this makes students feel pressured and feel bored at school
(Montanesa & Firman, 2021).
Student Mindset
Students in Japan are taught more about how to solve a problem/problem solving,
and to think more critically in the learning process (Arani et al., 2010; Ishibashi & Uegatani,
2022; Yeung et al., 2023). In Indonesia, children are more often invited to memorize by
teachers at school (Montanesa & Firman, 2021). Post-covid-19 curriculum changes are
directed at a flexible curriculum with student-centered learning. Students are directed to the
ability to think critically and find learning through the experiences they get in the way they
choose to find it. Efforts to realize the success of the independent curriculum by using
learning methods with case-based and project-based approaches that emphasize learning
through the process, not just students' final grades (Christwardana et al., 2022; Zen et al.,
2022).
Transportation
Students in Japan are advised to walk to school, use bicycles or use public
transportation (Hino et al., 2021; Yoh et al., 2022). In Indonesia, many students bring
motorbikes and cars to school. In Japan, children walk or ride bicycles to be healthier and
more enthusiastic about going to school (Montanesa & Firman, 2021).
School supplies
At Japanese schools, when entering class, they use special shoes at school so that dirt
does not get on the school floor, students also use bags provided by the school. In Indonesia,
children use luxury goods to go to school and it shows which class of children is rich and
lacking (Montanesa & Firman, 2021).

Lunch menu
Students in Japan eat the same food every lunch and also drink the same as their
teachers in class. The lunch menu is also under the spotlight of the Japanese government by
implementing nutritional quality standards that are consumed by students (Maruyama &
Kurokawa, 2018; Nagura & Takahashi, 2018). In Indonesia students eat the food they like
according to their tastes, in Indonesia children can freely choose whether they want to bring
food from home or snacks from school (Montanesa & Firman, 2021).
School Cleanliness
In Japan, students come home from school at 3 in the afternoon. The children work
together to clean up the school environment, which is called O-Soji. There is no school
worker on duty to clean up the school environment. Schools in Japan implement a clean,
hygienic and healthy school environment (Nohara et al., 2021; Sugita, 2021). In Indonesia,
children clean their school in the morning before going to class (Montanesa & Firman, 2021).
School uniforms
Girls in Japan wear clothes like sailor clothes and men wear uniforms like the
military, the clothes are thick and long sleeves. The use of Japanese student uniforms
illustrates the political and social conditions of Japanese society by uniforming their clothing
models, but it does not rule out the possibility of these uniforms developing to follow styles
that are also trends in today's youth, for example the length of student skirts and so on
(Choi, 2012; Lee et al., 2021). Indonesia has different uniforms such as red and white, batik,
and scouts (Montanesa & Firman, 2021).
Role of the Community in Education

Forms of community participation in the implementation of elementary school
education in Japan and Indonesia, namely: a) being a Tutor, b) being involved in the School
Committee, c) being involved in the Association of Teachers and Parents, d) being a
Volunteer (Volunteers), e) form a School Committee, and f) form a Parent and Child
Association (Baharuddin & Bumbungan, 2018).
Elements of society who participate in the implementation of elementary school
education in Japan and Indonesia, namely: a) parents/guardians of students, b) community
leaders, c) alumni, d) school committee members, e) foundation owners, f) members experts,
and g) students (Baharuddin & Bumbungan, 2018). Modernization in Japan has been carried
out since the 19th century where students were the most important actors in Japanese
development (Entrich, 2015). Education in Japan involves the community in the process and
the education system in Japan plays an important role in society (Huang, 2020)
Steps for community participation in organizing elementary school education in Japan
and Indonesia, namely: a) preparing/discussing/agreeing on programs, b) forming work
teams/task units, c) sharing ideas/issues/ technical implementation of activities, d)
coordinating in the program, e) participate in realizing the program in accordance with the
duties and authorities, f) criticize/ monitor/ evaluate the implementation of the program, g)
follow up on the findings of the assessment results, h) engage in strengthening the main
children's (student) character learning at home, i) engage in the evaluation process by
providing information to the school related to the development of their children or even the
weaknesses they face in educating their children at home, and j) donating education funds for
both physical and non-physical development such as outdoor activities with educational
nuances held by the school (Baharuddin & Bumbungan, 2018).
Policies Related to SDGs

Policies that support SDGs by implementing free education from early childhood
education to higher education, then Japan is also making efforts to increase special needs
education. In Indonesia the policy is to increase the accessibility and quality of education,
improve the quality of educators and educational support facilities, improve educational
services, and strengthen and develop character education (Muslim et al., 2021). The
implication of this research is that in the development of a new curriculum, elements of
culture and values are still prioritized as the characteristics and profile characteristics of
graduates.
Conclusion
From the reviewed articles, the research concluded that the significant fundamental
difference between education in Japan and Indonesia lies in international education, character
education, ethics and discipline. Education in Indonesia continues to develop itself, one of
which is through improving the curriculum used, namely the independent curriculum with the
aim of producing a Pancasila Student Profile with the values contained in the use of
technology. It means modernization and Indonesia's readiness to move into a developed
country by modernizing education but not abandoning the Pancasila values that students must
have.
Recommendation
Recommendations for the minister of education in Indonesia should adopt international
education which is directed at the level of foreign universities, improve the character of
disciplinary ethics and further compress the number of fields of study and focus more on
understanding material contextually which is internalized by Indonesian cultural values. For
the Japanese government, ancient cultural values in Japan and religious elements need to be
considered in curriculum development in Japan. This can be a preventive action on current
Japanese culture so that it is more socialist like that in Indonesia.
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Jurnal Kependidikan: Vol. 9, No.

Education in Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the

Jurnal Kependidikan Vol. 9, No. 1 (March 2023)

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Jurnal Kependidikan Vol. 9, No. 1 (March 2023)

Jurnal Kependidikan Vol. 9, No. 1 (March 2023)

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